Palavras chave

Alfabetização midiática, educação midiática, pedagogia, formação de professores, ensino baseado em competências, currículo da educação midiática, pesquisa de currículo universitário, análise transnacional

Resumo

Vários estudos baseados na pesquisa e na prática chegaram à conclusão de que a pedagogia midiática deve ser integrada à formação de professores, para que estes futuros docentes possam utilizar os meios de comunicação nas salas de aula, com êxito e eficácia. Porém, tais resultados não se refletem nos programas universitários vigentes, de modo que, em algumas instituições, os professores em formação podem chegar ao fim dos estudos sem nunca entrarem em contato com questões de educação midiática. Para compreender, avaliar e mais adiante melhorar a atual situação da formação de professores no âmbito da pedagogia midiática, são necessárias extensas pesquisas. Considerando tal situação, este artigo apresenta um resumo do «status quo» das competências em pedagogia midiática dos futuros professores, focando nos exemplos da Alemanha e dos EUA. Para criar uma base, apresentamos diferentes modelos das competências pedagógicas midiáticas de ambos os países e tentaremos responder a pergunta: estas competências são promovidas pelos programas de formação de professores? A seguir, descreve-se o método e resultados selecionados de um estudo que mediu a competência em pedagogia midiática dos estudantes de ambos os países, estudo baseado em um modelo generalizador de competências pedagógicas midiáticas que conectam a pesquisa alemã e internacional neste campo. A perspectiva internacional comparada ajuda a expandir perspectivas, compreender diferenças e semelhanças. Os dados deste estudo servem para identificar diferentes formas de integrar a pedagogia midiática na formação de professores. Além disso, pode-se tirar conclusões sobre as consequências que implicam tais processos para professores em formação e suas competências midiáticas.

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Recebido: 28-02-2016

Revisado: 18-03-2016

Aceite: 10-05-2016

OnlineFirst: 15-07-2016

Data de publicação: 01-10-2016

Tempo de revisão do artigo: 19 dias | Tempo médio de revisão do número 49: 27 dias

Tempo de aceitação do artigo: 71 dias | Tempo médio de aceitação do número 49: 86 dias

Tempo de edição da pré-impressão: 170 dias | Tempo médio de edição pré-impressão do número 49: 184 dias

Tempo de processamento do artigo: 215 dias | Tempo médio de processamento do número 49: 229 dias

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Tiede, J., & Grafe, S. (2016). Media pedagogy in German and U.S. teacher education. [Pedagogía mediática en la formación de profesores de Alemania y EEUU]. Comunicar, 49, 19-28. https://doi.org/10.3916/C49-2016-02

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